Student Achievement for Students Who Do Not Fit the Norm
This page will focus on students with specific learning disabilities as they constitute a relatively large portion of the student population who's needs are so often misunderstood or not addressed at all, thus limiting student achievement of an entire sector of the student population. My project focused on things that can be done to mitigate discrepancy in actual achievement and potential achievement. These factors based on Eric digests and peer-reviewed and widely accepted reports on learning disabilities.
This digests summarize the impact of No Child Left Behind on education in general, but specifically on the various groups that are tested and how the testing works.
Reflection:
This document was not overwhelmingly useful for me but it did identify how child left behind works with regards to students with disabilities and showed some of the idealism that went into the creation of the document but based on the experience of some of my students. There is a large discrepancy between students with disabilities experience on the test and what's the ideal that is perpetuated by this document. additionally It show how one single measure of achievement is inevitably going to be flawed.
Editorial
S Karande and Nj Gogtay, “Specific Learning Disability and the Right to Education 2009 Act: Call for action,” Journal of Postgraduate Medicine 56, no. 3 (2010): 171.
Summary:
This editorial looks at how students with specific learning disabilities will be affected by and have been affected by the various acts that have come to Congress over the past years and talks about a new tax code the right to education act of 2009. in spite of this document being an editorial. It has an exceptionally large volume of source references.
Reflection:
this document was very useful to me it was a more recent interpretation and opinion this article that was supported by great deal source reference material and thus was very valid and pointed towards the issues that I was looking at. Specifically, disabilities and achievement in a legal sense.
Scholarly Article
Nina Yssel, Mike Prater, and Deb Smith, “How Can Such a Smart Kid Not Get It? Finding the Right Fit for Twice-Exceptional Students in Our Schools,” Gifted Child Today 33, no. 1 (2010): 54-61.
Summary:
this article covered a variety of issues that arise when working with twice gifted kids (students who are both intellectually gifted and suffered from a learning disability) it also served to set a basic definition of what a learning disability was and outlined many of the issues that arise thoughtful parents students and the school when working with students with learning disabilities
Reflection:
this document showed enough any unique issues faced by us, so are in a similar position to so many students who have worked with it gave me a better definition of what a learning disability is explained in such Amen and such insights that I found myself better able to understand how students with learning disabilities often feel. Additionally, what role the disability pleasantness unworkable. A system of education does not meet any place in these situations.
Susan G. Assouline, Megan Foley Nicpon, and Claire Whiteman, “Cognitive and Psychosocial Characteristics of Gifted Students With Written Language Disability,” Gifted Child Quarterly 54, no. 2 (April 1, 2010): 102 -115.
here.
Nina Yssel, Mike Prater, and Deb Smith, “How Can Such a Smart Kid Not Get It? Finding the Right Fit for Twice-Exceptional Students in Our Schools,” Gifted Child Today 33, no. 1 (2010): 54-61.
Daniel J. Boudah and Margaret P. Weiss, “Learning Disabilities Overview: Update 2002. ERIC Digest.” (ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children, 1110 North Glebe Rd., Arlington, VA 22201-5709. Tel: 800-328-0272 (Toll Free); Fax: 703-620-2521; e-mail: ericec@cec.sped.org; Web site: http://www.ericec.org., January 0, 2002), http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED462808.
Douglas Friedrich, Gerald B. Fuller, and Donald Davis, “Learning Disability,” Journal of Learning Disabilities 17, no. 4 (April 1, 1984): 205 -209.
S Karande and Nj Gogtay, “Specific Learning Disability and the Right to Education 2009 Act: Call for action,” Journal of Postgraduate Medicine 56, no. 3 (2010): 171.
This page will focus on students with specific learning disabilities as they constitute a relatively large portion of the student population who's needs are so often misunderstood or not addressed at all, thus limiting student achievement of an entire sector of the student population. My project focused on things that can be done to mitigate discrepancy in actual achievement and potential achievement. These factors based on Eric digests and peer-reviewed and widely accepted reports on learning disabilities.
Resources:
ERIC
Richard Wenning et al., “No Child Left Behind: Testing, Reporting, and Accountability. ERIC Digest.” http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED480994.Summary:
This digests summarize the impact of No Child Left Behind on education in general, but specifically on the various groups that are tested and how the testing works.Reflection:
This document was not overwhelmingly useful for me but it did identify how child left behind works with regards to students with disabilities and showed some of the idealism that went into the creation of the document but based on the experience of some of my students. There is a large discrepancy between students with disabilities experience on the test and what's the ideal that is perpetuated by this document. additionally It show how one single measure of achievement is inevitably going to be flawed.Editorial
S Karande and Nj Gogtay, “Specific Learning Disability and the Right to Education 2009 Act: Call for action,” Journal of Postgraduate Medicine 56, no. 3 (2010): 171.Summary:
This editorial looks at how students with specific learning disabilities will be affected by and have been affected by the various acts that have come to Congress over the past years and talks about a new tax code the right to education act of 2009. in spite of this document being an editorial. It has an exceptionally large volume of source references.Reflection:
this document was very useful to me it was a more recent interpretation and opinion this article that was supported by great deal source reference material and thus was very valid and pointed towards the issues that I was looking at. Specifically, disabilities and achievement in a legal sense.Scholarly Article
Nina Yssel, Mike Prater, and Deb Smith, “How Can Such a Smart Kid Not Get It? Finding the Right Fit for Twice-Exceptional Students in Our Schools,” Gifted Child Today 33, no. 1 (2010): 54-61.
Summary:
this article covered a variety of issues that arise when working with twice gifted kids (students who are both intellectually gifted and suffered from a learning disability) it also served to set a basic definition of what a learning disability was and outlined many of the issues that arise thoughtful parents students and the school when working with students with learning disabilitiesReflection:
this document showed enough any unique issues faced by us, so are in a similar position to so many students who have worked with it gave me a better definition of what a learning disability is explained in such Amen and such insights that I found myself better able to understand how students with learning disabilities often feel. Additionally, what role the disability pleasantness unworkable. A system of education does not meet any place in these situations.[1]
- Susan G. Assouline, Megan Foley Nicpon, and Claire Whiteman, “Cognitive and Psychosocial Characteristics of Gifted Students With Written Language Disability,” Gifted Child Quarterly 54, no. 2 (April 1, 2010): 102 -115.
here.